Skip to content
v0.1.4latest release159 skills5 categories7 sub-categories303 tested scripts468 reference docsContact us

sequence_check.py

Helper script for language-course-scope-sequence-planner · 93 lines

Languages, Linguistics & Translation / Language Teachingv1.0.0Updated OCT 25 20261 reference2 scripts
scripts/sequence_check.py
#!/usr/bin/env python3
"""Check the order and recycling of items in a course scope and sequence.

CSV columns: item, unit (number), requires (items it builds on, ';'-separated), recycled_in (units, ';'-separated)

Checks:
  SQ001 high    item taught before (or in a course without) an item it requires
  SQ002 high    circular prerequisites
  SQ003 medium  item never recycled after it is introduced
  SQ004 low     first recycling comes more than --gap units after introduction (default 3)

Prints a valid teaching order (prerequisites first, then by unit) after the findings.

Usage:
    python sequence_check.py scope.csv [--gap 3]

Exit codes: 0 no high findings, 1 high findings, 2 read error or bad CSV.
"""

import argparse
import csv
import sys


def split(cell):
    return [x.strip() for x in (cell or "").split(";") if x.strip()]


def topo(items, req):
    order, state = [], {}

    def visit(n, path):
        if state.get(n) == "done":
            return None
        if state.get(n) == "busy":
            return path[path.index(n):] + [n]
        state[n] = "busy"
        for r in sorted(req.get(n, []), key=lambda x: items.get(x, 10 ** 6)):
            cyc = visit(r, path + [n]) if r in items else None
            if cyc:
                return cyc
        state[n] = "done"
        order.append(n)
        return None

    for n in sorted(items, key=items.get):
        cyc = visit(n, [])
        if cyc:
            return None, cyc
    return order, None


def main():
    ap = argparse.ArgumentParser(description=__doc__, formatter_class=argparse.RawDescriptionHelpFormatter)
    ap.add_argument("csv")
    ap.add_argument("--gap", type=int, default=3, help="max units before first recycling (default 3)")
    a = ap.parse_args()
    try:
        with open(a.csv, newline="", encoding="utf-8-sig") as fh:
            rows = list(csv.DictReader(fh))
        items = {r["item"].strip(): int(r["unit"]) for r in rows}
        req = {r["item"].strip(): split(r.get("requires")) for r in rows}
        rec = {r["item"].strip(): [int(u) for u in split(r.get("recycled_in"))] for r in rows}
    except (OSError, KeyError, ValueError, csv.Error) as e:
        print(f"error: needs item and numeric unit columns ({e})", file=sys.stderr)
        return 2
    f = []
    for it, unit in items.items():
        for r in req[it]:
            if r not in items:
                f.append(("SQ001", "high", f"'{it}' requires '{r}', which is not in the course"))
            elif items[r] > unit:
                f.append(("SQ001", "high", f"'{it}' (unit {unit}) comes before '{r}' (unit {items[r]}) that it requires"))
        later = sorted(u for u in rec[it] if u > unit)
        if not later:
            f.append(("SQ003", "medium", f"'{it}' (unit {unit}) is never recycled"))
        elif later[0] - unit > a.gap:
            f.append(("SQ004", "low", f"'{it}' first recycled in unit {later[0]}, {later[0] - unit} units after unit {unit}"))
    order, cycle = topo(items, req)
    if cycle:
        f.append(("SQ002", "high", "circular prerequisites: " + " -> ".join(cycle)))
    print(f"{len(items)} items in {len(set(items.values()))} units")
    sev = {"high": 0, "medium": 1, "low": 2}
    for code, s, msg in sorted(f, key=lambda x: (sev[x[1]], x[0])):
        print(f"{code} [{s}] {msg}")
    if order:
        print("\nTeaching order: " + " -> ".join(order))
    return 1 if any(x[1] == "high" for x in f) else 0


if __name__ == "__main__":
    sys.exit(main())
More in Language Teaching

academic-english-eap-course-planner

Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.

actfl-proficiency-curriculum-mapper

Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.

adult-literacy-esl-lesson-builder

Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.

authentic-material-lesson-adapter

Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.

can-do-statement-writer

Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.

cefr-aligned-syllabus-builder

Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.